A Comparative Study of EFL Male and Female Students’ L۲ Self, Ideal Self and Ought-to Self in the Light of ELT Reform

There have been few representative studies investigating Iranian senior high school students’ L۲ selves shaped by the ELT reform. Thus, the current study was an attempt to ponder on the ideal-self, ought-to self, and L۲ experience orientations of Iranian EFL high school students. Moreover, it intended to seek whether there was any relationship between three L۲ motivational variables of Iranian EFL high school students across gender and residential background. To this end, ۲۰۰ males and ۱۸۴ females from Iranian senior high schools in South part of Iran were selected through purposive sampling. Based on a mixed methods design, the study was conducted to gain the breadth and depth of the issue under investigation. The results showed that there was no substantial gap between male and female learners in L۲ motivational preference of English learning. In addition, there was a significant difference between female and male students’ views on ought-to self. Moreover, it was observed that there was no marked difference between the L۲ experience of female and male L۲ learners. Regarding residential background, there was a significant difference among the mean ranks of the urban residential participants at three L۲ motivational orientations but, there was not a significant difference among the mean ranks of the rural residential participants. The findings of the study recommend the incorporation of L۲ motivation in teaching methods to improve the learning environment and learner investment in language learning.

Keywords:

ELT paradigm shift , motivation , L۲ selves , gender , ELT reform